The Enactment of Academic Language Policy in the International University: A Mixed-Methods Investigation
The Enactment of Academic Language Policy in the International University: A Mixed-Methods Investigation
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国际大学学术语言政策的制定：混合方法调查
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
L. Chen
中科院分区：
文献类型：
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作者：
L. Chen
现有的关于国际教育与语言政策的文献表明，高等教育的国际化并不能确保跨文化性（Bash，2009;杜兰特& Shepherd，2009; Jenkins，2014; Seidlhofer，2011）;高等教育国际化与语言之间的潜在关系尚不清楚（Jenkins，2014; Meyer，Gekeler，Manger，& Urank，2012; Saarinen，2012）。这项研究及时回答了关于什么样的语言政策可以满足国际学生在日益全球化的学术文化（詹金斯，2014年）的需求的问题，增加了加拿大的声音辩论，并具有不断变化的社会语言学现实在国际化的加拿大高等教育。本研究旨在探讨非英语母语（NNES）的国际学生的语言政策，制定在三个相互关联，但不一定一致的水平：语言管理，语言信仰和语言实践，特别侧重于学术英语（EAP）计划作为“国际”大学的一个组成部分。采用混合方法的方法，我收集了数据，从文件分析，问卷调查，访谈和课堂观察在加拿大的三个EAP项目。我借鉴语言政策的理论框架（Spolsky，2004，2009，2012/2018），以及机制（Shohamy，2006）和多语言和多文化能力（Coste，摩尔，& Zarate，2009）的补充概念来解释和分析数据。本研究的结果揭示了EAP领域三方语言政策的双重特征。虽然人们越来越意识到，
The existing literature on international education in relation to language policy has suggested that internationalizing higher education (HE) does not ensure interculturality (Bash, 2009; Durant & Shepherd, 2009; Jenkins, 2014; Seidlhofer, 2011); the potential relationship between the internationalization of HE and language remains unclear (Jenkins, 2014; Meyer, Gekeler, Manger, & Urank, 2012; Saarinen, 2012). This study responds to the timely question regarding what kind of language policy can meet the needs of international students in an increasingly globalized academic culture (Jenkins, 2014) by adding a Canadian voice to the debate and featuring the changing sociolinguistic realities in internationalized Canadian HE. This study aims to investigate the language policy for non-native English speaking (NNES) international students, as enacted at three interrelated but not necessarily congruent levels: language management, language beliefs, and language practices, with a particular focus on English for Academic Purposes (EAP) programs as an integral part of the ‘international’ university. Employing a mixed-methods approach, I collected data from document analysis, questionnaires, interviews, and classroom observations in three EAP programs in Canada. I draw on the theoretical framework of language policy (Spolsky, 2004, 2009, 2012/2018), and complementary concepts of mechanism (Shohamy, 2006) and plurilingual and pluricultural competence (Coste, Moore, & Zarate, 2009) to interpret and analyze the data. Findings of this study shed light on the two-fold characteristics of the tripartite language policy in the EAP domain. While there is increasing awareness of the homogenizing
后记
DOI：
10.1177/0963947020950229
发表时间：
2020
期刊：
International Journal of Stylistics
影响因子：
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作者：
Crystal D
通讯作者：
Crystal D